Remarks on Indiana’s Scores on ‘National Report Card’ for Student Achievement

Indiana Chamber of Commerce President and CEO Kevin Brinegar reacts to the latest National Assessment of Educational Progress (NAEP) scoring or “national report card” on student achievement:

“Hoosier students are outpacing the national average and, in fact, Indiana is widening its advantage over other states. This is welcome news and is an important metric. We commend our teachers and school administrators for their important role in helping our students reach these higher levels of achievement.

“Our new ISTEP scores are lower due to the implementation of more rigorous, but important, college and career readiness standards, which will better prepare students for post-secondary education and ultimately create a much stronger workforce.

“But in the big picture, these NAEP scores reinforce that our students are achieving at a higher overall level than many of their counterparts. We expect that to accelerate going forward with the enhanced college and career ready standards in place.”

Background:
In mathematics, Indiana fourth graders averaged a score of 248 with a national average of 240 points. Hoosier eight graders in mathematics averaged a score of 287 with a national average of 281 points. Similarly in reading, Indiana fourth graders averaged a score of 227, higher than a national average of 221 points and eighth grade students averaged a score of 268 with a national average of 264 points.

Chamber President Brinegar Comments on ISTEP Scores

Indiana Chamber of Commerce President and CEO Kevin Brinegar comments on the state’s ISTEP scores:

The decline in English and math test scores is expected as a result of the significant enhancements to the college and career ready standards. In fact, Indiana’s scores were either on par or higher than other states which have recently gone through this process of moving to more rigorous tests.

“The good news is these needed changes ultimately will better prepare Indiana students for the workforce and sets a baseline so educators can pinpoint where improvements need to be made.

“We applaud both students and teachers for their strong efforts, and look forward to seeing the growth in student learning and college and career readiness in the coming years.

A-F School Grades and Accountability Debate Continues

The newly-redesigned Indiana State Board of Education (SBOE) met recently for the second time this year with what seemed to be very little fireworks and drama. However, there was a very serious and important discussion regarding A-F grades and accountability that is important to watch.

As a reminder, an overhauled ISTEP exam was designed last year to align with recently adopted college and career readiness standards in Indiana. Complaints from parents and teachers were significant regarding the length of testing time for the ISTEP exam earlier this year. The redesigned test was expected to take upwards of 12 hours – more than double the time of previous years. Fortunately, the Legislature – with assistance by the Chamber – was successful in passing legislation allowing the test to be significantly shortened by three hours.

Indiana Superintendent of Public Instruction Glenda Ritz stated during the July 1 SBOE meeting that other states, specifically New York and Kentucky, have seen dramatic drops in passing rates of students for the first year a change is made in standards and high-stakes exams. Therefore, Ritz provided a list of options for the State Board to discuss on how to handle this situation and suggested a proposal she called “hold harmless” that would assign the better A-F grades between the 2013-2014 year and the 2014-2015 year.

Her reasoning was that even a small deviation in test scores due to the increased rigor of the test could cause schools to drop two letter grades with the potential of the number of schools that would receive an F to more than double. Ritz fears that would cause many schools in Indiana to be unfairly labeled as failing, as well as public image issues and misunderstanding. This is not the first time Ritz has called for a pause of accountability; she has done so many times previously for various reasons to delay sanctions and consequences of lower test scores for schools (also part of her campaign platform) – only to have the SBOE and Indiana General Assembly quickly dismiss the idea.

This go-round, SBOE members had significant concerns over Ritz’s proposal. Sarah O’Brien, who was elected earlier that morning as the group’s new vice chair, stated that this discussion was extremely premature – as grades had not yet even been assigned. Indiana Department of Education (IDOE) officials stated that they expect ISTEP scores this year to be released in November, with A-F grades to follow in December. SBOE member Gordon Hendry added his concerns regarding transparency, as parents of schools with lower grades would not know that their school’s grades had actually dropped.

There was also significant discussion as to whether the 12 options (including the one that Ritz supported) would even be legal. However, some of the options, including the one supported by IDOE, would not need changes in state law or approval from the U.S. Department of Education. State Board members made a recommendation and voted to have Indiana Attorney General Greg Zoeller’s office review the 12 options and provide a legal opinion as to which option, if any, would be best for Indiana. Further discussions and a vote of support would be the next step for the SBOE and then a waiver to the U.S. Department of Education would be filed.

The Indiana Chamber fully supports transparency and accountability when it comes to grades for Hoosier students and schools. Creating a strong and dynamic workforce is a key goal of our strategic plan, Indiana Vision 2025. Having accountability measures means that we can accurately predict Hoosier students’ progress in school, rate teacher effectiveness and compare and contrast how schools are performing compared to their peers around the state. It is imperative that ALL children have access to strong schools and an educational foundation in order to become productive members of our future workforce.

K-12 Testing Just Doesn’t Measure Up

The subject is testing in Indiana’s K-12 schools and their effectiveness. The short responses include:

  • Nate Schellenberger, ISTA: "We have a hodgepodge of things and they don’t correlate together. I think it’s an area a lot of time and money is spent on, and I don’t think it’s nearly as efficient as it should be."
  • Vince Bertram, Evansville Schools superintendent: "We would take ISTEP and not have results back for months. So it was never designed to be useful data in terms of forming instruction."
  • Derek Redelman, Indiana Chamber: "We’ve had a terrible testing system in Indiana." The state, he adds, has recently started to take advantage of technology advancements. Looking back and then ahead, he summarizes, "I think it’s been pretty awful, frankly, but I think we’re on the verge of having something that’s pretty neat."

This was just one of the subjects in a spirited BizVoice roundtable discussion. Read the full story, including the length of school days and years, district consolidation, dollars to the classroom, teacher quality and more.

UIndy Report: Students Perform Better in Charter Schools

Advocates of charter schools should be encouraged by a recent report by the University of Indianapolis that featured some enlightening findings. Inside Indiana Business lists the highlights:

• Charter school students differ from traditional school students in critical ways: They enter charter schools at an academic disadvantage relative to their traditional school counterparts, as evidenced by their entering scores on the Indiana Statewide Testing for Educational Progress (ISTEP), and they are more likely to be members of minority groups and low-income households.

• Charter schools have the same attendance and stability rates as traditional schools.

• Students who had been enrolled at least two years in their charter school showed significantly greater academic growth when compared to a controlled sample of students from traditional Indiana schools that were similar in demographic characteristics and baseline academic achievement. Charter school students showed 22% more growth in reading, 18% more growth in math and 25% more growth in language usage.

• The growth in reading and language usage for charter students exceeded national growth averages. Math growth was on a par with the national average.

• Cost per unit of academic growth was lower in charter schools

The study was commissioned by Indiana Black Expo, the Indianapolis Urban League and the DeHaan Family Foundation.

Charter Schools: More Attacks, More Misunderstanding

A new report from Indiana University’s Center for Evaluation and Education Policy (CEEP) notes continuing misunderstanding about charter schools – while spurring even more headlines throughout the state that are actually adding to that confusion rather than clearing up gross misperceptions. Indeed, the report has already caused one state legislator, Rep. Vernon Smith (D-Gary), to call for a moratorium on charter schools.

At the heart of CEEP’s report is the short-sighted suggestion that charter schools in Indiana are performing no better than traditional public schools.

To draw that conclusion, the report ignores the academic starting point of charter school students and notes only that charter school students are passing ISTEP at similar rates as traditional public schools in the same geographic area.

Yet, it has already been well-documented – and inexcusably ignored by CEEP – that most charter schools enroll the poorest performing students from the district in which they are located. It is the student who is struggling whose parents seek an alternative, not the student who is already doing well. Thus, if the ISTEP pass rates for charter schools match the districts in which they are located, then the more important story is that charter schools are showing greater success with students who did not do well in their former schools. Continue reading